احمد پور ترکی، ز.، حکیم جوادی، م.، سلطانی شال، ر. (1397)تأثیر آموزش شایستگی هیجانی-اجتماعی بر پرخاشگری، حل مسئله، و خوش بینی دانش آموزان با پایگاه اجتماعی اقتصادی پایین.
سلامت روانی کودک 5(15)، 107-118.
https://www.sid.ir/paper/258421/fa
اخوان، ش.، عابدی، ا.، و جبل عاملی، ش. (1401). اثربخشی بازی‌درمانی مبتنی بر رابطه والد- کودک بر خودتنظیمی هیجانی کودکان دبستانی با ضرب‌آهنگ شناختی کند.
روانشناسی افراد استثنایی، 12(45) 193-223.
[DOI.org/10.22054/jpe.2022.62505.2355]
بدری گرگری، ر.، ادیب، ی.، هاشمی نصرت آباد، ت.، عرفانی آداب، ا.(1398). مقایسه اثربخشی برنامه یادگیری اجتماعی-هیجانی کودکان قوی بر شایستگی اجتماعی-هیجانی، تاب آوری تحصیلی و احساس تعلق به مدرسه دانش آموزان مقطع ابتدایی مناطق برخوردار و محروم شهر همدان.
راهبردهای آموزش در علوم پزشکی، 12(4)، 62-76.
https://edcbmj.ir/article-1-1610-fa.html
بیرامی، م.، محمود علیلو،م.، ریاضی‌فر، ی.(1400). مقایسه‌ی مشکلات هیجانی_ رفتاری در دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب نوشتن و عادی. پایان نامه ارشد. دانشگاه تبریز. دانشکده علوم تربیتی و روانشناسی.
https://www.sid.ir/paper/258411/fa
پیرانی، ذ. (1395). مداخله ای در کارکردهای شناختی و هیجانی دانش‌آموزان نارساخوان: اثربخشی و کارآمدی آموزش مهارت‌های شناختی-هیجانی.
ناتوانی های یادگیری، 5(3)، 28-53.
https://jld.uma.ac.ir/article_414.html
خلقی، ز.، آقایی، ا.، و فرهادی، ه. (1398). اثربخشی آموزش والدین با رویکرد آدلر- درایکورس بر تنظیم هیجان و تعامل والد- فرزندی کودکان مبتلا به اختلال نقص توجه و بیش فعالی.
توانمندسازی کودکان استثنایی، 10(4)، 37-49.
https://www.ceciranj.ir/article_106403.html
دهقانی، م. (1401). بررسی رابطه خوش بینی تحصیلی و خودتنظیمی تحصیلی در مدرسه با کمک طلبی تحصیلی دانش آموزان ورزشکار.
روانشناسی مدرسه و آموزشگاه، 11(4)، 69-79.
https://jsp.uma.ac.ir/article_2057.html
رضایی فرد، ا.، مومنی، ا.، عقیقی، آ.، دانشمندی، س. (1400). مقایسه خودتنظیمی انگیزشی، پردازش هیجانی و حسی در دانش‌آموزان دارای اختلال یادگیری خاص و دانش آموزان بهنجار.
ناتوانی های یادگیری، 10(3)، 75-91.
https://jld.uma.ac.ir/article_1124.html
رهبر کرباسدهی،ف.، ابوالقاسمی، ع.، و رهبر کرباسدهی، ا. (1397). تأثیر آموزش مهارت‌های اجتماعی- هیجانی بر باورهای انگیزشی و راهبردهای یادگیری خودتنظیمی دانش‌آموزان مبتلا به اختلال یادگیری خاص .
دوفصلنامه راهبردهای شناختی در یادگیری، 6(10)، 39-55. https://asj.basu.ac.ir/article_2351.html
صدری دمیرچی، ا.، و اسدی شیشه گران، س. (1395). اثربخشی برنامه مهارت های هیجانی- اجتماعی بر کنترل خشم و توانایی حل مساله اجتماعی در فرزندان جانبازان
. طب جانباز، 8(4), 209-215.
https://www.sid.ir/paper/152347/fa
عصاره، ن.، پیرانی، ذ.، زنگنه، ف. (1401). هم‌سنجی اثربخشی آموزش خود دلسوزی شناختی و تنظیم هیجان بر سرمایه‌روان‌شناختی و اشتیاق تحصیلی دانش‌آموزان دختر مبتلا به اضطراب.
مجله روانشناسی مدرسه و آموزشگاه، 11(2)، 96-110.
[DOI.org/10.22098/jsp.2022.1702]
علیمرادی م.، قربان شیرودی ش.، خلعتبری ج.، رحما نی، م (1398). مقایسه اثربخشی قصه درمانی و درمان روان نمایشگری بر خودتوانمندسازی اجتماعی و ناگویی هیجانی دانش آموزان دختر با اختلال یادگیری خاص«،
فصلنامه کودکان استثنایی، 19(1)، 27-38.
https://www.sid.ir/paper/96305/fa
محمودی، م.، برجعلی، ا.، علیزاده، ح.، غباری بناب، ب.، اختیاری، ح.، اکبری زردخانه، س. (1395). تنظیم هیجان در کودکان با اختلال یادگیری و کودکان عادی.
پژوهش در یادگیری آموزشگاهی و مجازی، 4(13)، 69-84.
https://www.sid.ir/paper/263017/fa
ناظمی، ع و هاشمی، ج.(1397). مقایسه نارسایی هیجانی، تاب‌آوری و همدلی در دانش‌آموزان با و بدون ناتوانی‌های یادگیری.
مجله ناتوانی‌های یادگیری، 8(1)، 90-107.
https://jld.uma.ac.ir/article_710.html
نعمتی، ش.، باردل، م. (2020). مداخلات به هنگام آموزش اجتماعی-هیجانی در کودکان دبستانی: مطالعه مروری نظامند.
تفکر وکودک، 11(1)، 285-308.
https://civilica.com/doc/1189130/
References
Ahmadpour Torki, Z., Hakim Javadi, M., & Soltani Shal, R. (2018). Effectiveness of Social-Emotional Competence Training on Problem Solving, Aggression and Optimism of Students with Low Economic Socio-Economic Status. Quarterly Journal of Child Mental Health, 5(2), 107-118. https://www.sid.ir/paper/258421/fa
Akhavan, S., Abedi, A., & Jabalameli, S. (2022). The Effectiveness of Play Therapy Based on Parent-Child Relationship with a Filial Approach on Emotional Self-Regulation of Primary School Children with Sluggish Cognitive Tempo. Psychology of Exceptional Individuals, 12(45) [DOI.org/10.22054/jpe.2022.62505.2355]
Alimoradi, M. Ghorban Shiroodi, S. Khalatbari, J. & Rahmani, M. (2019). Comparison of the Effectiveness of Narrative Therapy and Psychodrama in the Social Self-Empowerment and Alexithymia of Female Students with Specific Learning Disorders. JOURNAL OF EXCEPTIONAL CHILDREN, 19(1 ), 27-38. https://sid.ir/paper/96305/en
Asareh, N., Pirani, Z., Abbasi, M. & Zanganeh, F. (2022). Evaluating the effectiveness of self-help cognitive and emotion regulation training on the psychological capital and academic motivation of female students with anxiety. Journal of School Psychology and Institutions, 11(2), 96-110. [DOI.org/10.22098/jsp.2022.1702]
Badri Gargari, R., Adib, Y., Hashemi, T., & Erfani Adab, E. (2020). Comparing the effectiveness of social-emotional learning curriculum of strong kids on sense of belonging to school among primary school children of affluent and deprived areas of hamedan. Quarterly Journal of Child Mental Health, 6(4), 179-193. https://edcbmj.ir/article-1-1610-fa.html
Beyrami, M. Mahmoud Alilou, M. Riyazifar, Y. (2021). Comparison of emotional-behavioral problems in students with special learning disorder with writing impairment and normal. Master's thesis. University of Tabriz.
Blanchet, M., & Assaiante, C. (2022). Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts. Children, 9(6), 892. [DOI: 10.3390/children9060892]
Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning disability quarterly, 27(1), 45-51. [DOI: 10.2307/1593631]
Cao, Y., Chen, X., & Wang, Z. (2022). The Social and Emotional Learning (SEL) in the Primary Classroom. In 2021 International Conference on Education, Language and Art (ICELA 2021) (pp. 1147-1152). Atlantis Press. [DOI: 10.2991/assehr.k.220131.208]
Caramanica, R., Williams, Z., & Rice, S. (2023). Expressive suppression as an emotion regulation technique and its potential impact on perceived stress. Management Science Letters, 13(1), 1-10. [DOI: 10.5267/j.msl.2022.11.002]
Carrizales-Engelmann, D., Feuerborn, L. L., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2016). Merrell's strong kids, grades 6-8: a social and emotional learning curriculum. Brookes Publishing. https://digitalcommons.tacoma.uw.edu/education_books/15/
Chen, W. L. (2017). Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college (Doctoral dissertation, The University of Iowa). https://eric.ed.gov/?id=ED577348
Damirchi, S., & Asadi Shishegaran, S. (2016). Effectiveness of social-emotional skills program on social problem-solving and anger control in veterans’ children. Iranian Journal of War and Public Health, 8(4), 209-215. https://asj.basu.ac.ir/article_2351.html
Dehghani, M. (2023). Investigate the relationship between academic optimism and academic self-regulation with academic help-seeking in athlete students. Journal of School Psychology and Institutions, 11(4):69-79. https://jsp.uma.ac.ir/article_2057.html?lang=en
Dehghani, H. (2019). The effect of social, cognitive and emotional skills training on psychological well-being, motivation, and emotional regulation in students with behavioral problems with the role of moderating academic progress and socio-economic status, master's thesis. Persian Gulf University.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416. [DOI: 10.1111/cdev.12739]
Dueñas, J. M., Camarero-Figuerola, M., & Castarlenas, E. (2021). Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables. Sustainability, 13(11), 6120. [DOI.org/10.3390/su13116120]
Elias, E. (2021). Muddled measurement: A historical perspective on questionable practices in school psychology’s assessment of learning disabilities. Canadian Journal of School Psychology, 36(2), 142-152. [DOI: 10.1177/0829573521999946]
Elias, M. J. (2004). The connection between social-emotional learning and learning disabilities: Implications for intervention. Learning disability quarterly, 27(1), 53-63. [DOI.org/10.2307/1593632]
Filippello, P., Buzzai, C., Messina, G., Mafodda, A. V., & Sorrenti, L. (2020). School refusal in students with low academic performances and specific learning disorder. The role of self-esteem and perceived parental psychological control. International Journal of Disability, Development and Education, 67(6), 592-607. [DOI: 10.1080/1034912X.2019.1626006]
Forkosh Baruch, A., & Meer, Y. (2019). Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions AU - Lipka, Orly. International Journal of Inclusive Education, 23(2), 142-157. [DOI: 10.1080/13603116.2018.1427151]
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The future of children, 13-32. https://www.jstor.org/stable/44219019
Grossman, E. S., Hoffman, Y. S., & Shrira, A. (2022). Learning based PTSD symptoms in persons with specific learning disabilities. Scientific Reports, 12(1), 1-9. [DOI: 10.1038/s41598-022-16752-9]
Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The state of learning disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
Irfan Dost, A. (2020). Comparing the dimensions of emotion regulation, academic vitality, and friendship quality in students with and without learning disabilities. Master's thesis. Ahrar Institute of Higher Education.
Javed Mehr, Z. (2019). Effectiveness of social-emotional skills training on self-regulation of children with attention-deficit/hyperactivity disorder. Master's thesis. University of Allameh Tabatabai.
Johnson, E., Masser, J. S., & Spears, L. (2023). Self-regulated learners: A comprehensive, translational framework for students with learning disabilities. Exceptionality, 31(1), 52-68. [DOI: 10.1080/09362835.2021.1938063]
Khazanchi, R., Khazanchi, P., Mehta, V., & Tuli, N. (2021). Incorporating Social–Emotional Learning to build positive behaviors. Kappa Delta Pi Record, 57(1), 11-17. [DOI: 10.1080/00228958.2021.1851581]
Kholghi, Z., Aghaei, A., & Farhadi, H. (2019). Effectiveness of training parents by Adler- Dreikurs Approach on emotion regulation and parent-child interaction in children with Attention Deficit/Hyperactivity Disorder. Empowering Exceptional Children, 10(4), 37-49. https://www.ceciranj.ir/article_106403.html
Kiani, A., Asadi, M., & Mohammadi, A. (2017). Examining the factors effective on learning disorders for elementary students in Qazvin province. Journal of Learning Disabilities, 6(4), 104-125. https://jld.uma.ac.ir/article_561.html
Krull, J., Wilbert, J., & Hennemann, T. (2014). The social and emotional situation of first graders with classroom behavior problems and classroom learning difficulties in inclusive classes. Learning Disabilities: A Contemporary Journal, 12(2), 169-190. https://files.eric.ed.gov/fulltext/EJ1047460.pdf
Kurtz, K. D., Pearrow, M., Battal, J. S., Collier-Meek, M. A., Cohen, J. A., & Walker, W. (2021). Adapting Social Emotional Learning Curricula for an Urban Context via Focus Groups: Process and Outcomes. School Psychology Review, 1-15. [DOI: 10.1080/2372966X.2021.2021782]
LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27(1), 1-7. [DOI: 10.1007/s40688-019-00263-y]
Latip, A. E. (2021). Social Emotional Learning (SEL) Program for build responsible character of students in elementary school. JMIE (Journal of Madrasah Ibtidaiyah Education), 5(1), 67-77. [DOI: 10.32934/jmie.v5i1.228]
Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107-135. [DOI: 10.1080/19404158.2018.1479975]
Lobczowski, N. G., Lyons, K., Greene, J. A., & McLaughlin, J. E. (2021). Socioemotional regulation strategies in a project-based learning environment. Contemporary Educational Psychology, 65, 101968. [DOI: 10.1016/j.cedpsych.2021.101968]
Mahmoudi, M., Borjali, A., Alizadeh, H., Ghobari Bonab, B., Ekhtiari, H., & Akbarizardkhaneh, S.. (2016). Emotion Regulation in Children with Learning Disorders and Normal Children. Research in School and Virtual Learning, 4(13 ), 69-84. https://sid.ir/paper/263017/en
Merrell, K., Carrizales-Engelmann, D., Feuerborn, L. L., Gueldner, B. A., & Tran, O. K. (2007). Strong Kids, Grades 6-8: A Social and Emotional Learning Curriculum (Strong Kids Curricula). https://psycnet.apa.org/record/2007-12196-000
Moats, L. C. (2016). Learning disabilities. Offers a wide range of fact sheets online. Journal of American Educator. 23 (2), 12-22.
Movasaghi Z, Shameli L, Hadianfard H. Comparison of Children with Attention Deficit/Hyperactivity Disordery, Special Learning Disorder and Normal in Sensory Processing, Academic Help-Seeking and Problem-solving Strategies. JOEC 2021; 21 (4) :33-50 http://joec.ir/article-1-1447-fa.html
Muthusamy, K., & Sahu, J. K. (2020). Specific Learning Disability in India: Challenges and Opportunities. The Indian Journal of Pediatrics, 87(2), 91-92. [DOI: 10.1007/s12098-019-03159-0]
Narváez Olmedo, G., Sala Roca, J., & Urrea Monclús, A. (2021). Relation between Learning Disabilities and Socioemotional Skills in Children and Adolescents: A Systematic Review. Universal Journal of Educational Research, 2021, vol. 9, núm. 4 p. 819-830. [DOI: 10.13189/ujer.2021.090415]
Nazemi, A., & Hashemi, J. (2018). Comparison of Alexithymia, Resilience and Empathy in Students with and without Learning Disabilities. Journal of Learning Disabilities, 8(1), 90-107. https://jld.uma.ac.ir/article_710.html
Nemati, S., & Bardel, M. (2020). Timely Interventions in Social and Emotional Learning in Elementary School Students: A Systematic Review. Thinking and Children, 11(1), 283-308. https://civilica.com/doc/1189130/
Nemati, S., Badri Gargari, R., & Erfani, S. (2021). Academic Well-Being and Self-Compassion in Students with and without Specific Learning Disability. Journal of Learning Disabilities, 11(1), 64-79. https://jld.uma.ac.ir/article_1387.html?lang=en
Niemi, K. (2020). Niemi: CASEL is updating the most widely recognized definition of social-emotional learning. Here’s why. The 74.
Nyemba, F. (2023). Teacher Training and Experience for Students With Learning Disabilities. In Closing the Educational Achievement Gap for Students With Learning Disabilities (pp. 97-113). IGI Global. [Doi: 10.4018/978-1-6684-8737-2.ch006]
Ofiesh, N. S., & Mather, N. (2023). Resilience and the child with learning disabilities. In Handbook of resilience in children (pp. 469-494). Cham: Springer International Publishing.
Operto, F. F., Pastorino, G. M. G., Stellato, M., Morcaldi, L., Vetri, L., Carotenuto, M., ... & Coppola, G(2020). Facial Emotion Recognition in Children and Adolescents with Specific Learning Disorder. Brain Sciences, 10(8), 473. [DOI: 10.3390/brainsci10080473]
Oussi, A., Hamid, K., & Bouvet, C. (2023). Managing emotions in panic disorder: A systematic review of studies related to emotional intelligence, alexithymia, emotion regulation, and coping. Journal of Behavior Therapy and Experimental Psychiatry, 101835. [DOI: 10.1016/j.jbtep.2023.101835]
Peterson, R. L., & Anderson, N. J. (2023). Neurodevelopmental Disorders: Learning Disorders. In Tasman’s Psychiatry (pp. 1-30). Cham: Springer International Publishing. [Doi: 10.1007/978-3-030-42825-9_53-1]
Pirani, Z. (2016). Intervention in cognitive and emotional functions dyslexic students: efficiency and effectiveness of cognitive-emotional skills training. Journal of Learning Disabilities, 5(3), 28-53. . https://jld.uma.ac.ir/article_414.html
Rahbar Karbasdehi, F., Abolghasemi, A., & Rahbar Karbasdehi, E. (2018). The Effect of Social- Emotional Skills Training on Motivational Beliefs and Self- Regulated Learning Strategies in Students with Specific Learning Disorder. Biquarterly Journal of Cognitive Strategies in Learning, 6(10), 39-55. https://asj.basu.ac.ir/article_2351.html
Rezaei Fard, A., Momeni, A., Aghighi, A., & Daneshmandi, S. (2021). Comparison of Self-motivational Self-regulation, Emotional and Sensory Processing in Students With Specific Learning Disorder or Normal Students. Journal of Learning Disabilities, 10(3), 344-355. https://jld.uma.ac.ir/article_1124.html
Ryan, A. M., & Pintrich, P. R. (1997). " Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class. Journal of educational psychology, 89(2), 329. https://psycnet.apa.org/record/1997-06271-011
Santos, A. C., Simoes, C., Melo, M. H., Santos, M. F., Freitas, I., Branquinho, C., ... & Arriaga, P. (2023). A systematic review of the association between social and emotional competencies and student engagement in youth. Educational Research Review, 39, 100535. [DOI: 10.1016/j.edurev.2023.100535]
Schunk, D. H. (2023). Self-regulation of self-efficacy and attributions in academic settings. In Self-regulation of learning and performance (pp. 75-99). Routledge.
Shields, A., & Cicchetti, D. (1997). Emotion regulation in school-age childrenThe development of a new criterion Q-sort scale. Developmental Psychology, 33, 906-916. [DOI: 10.1037/0012-1649.33.6.906]
Takizawa, Y., Bambling, M., Matsumoto, Y., Ishimoto, Y., & Edirippulige, S. (2023, July). Effectiveness of universal school-based social-emotional learning programs in promoting social-emotional skills, attitudes towards self and others, positive social behaviors, and Improving emotional and conduct problems among Japanese Children: A meta-analytic review. In Frontiers in Education (Vol. 8, p. 1228269). Frontiers Media SA. [DOI: 10.3389/feduc.2023.1228269]
Taylor, R. D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432. [DOI: 10.1111/j.1467-8624.2010.01564.x]
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child development, 88(4), 1156-1171. [DOI: 10.1111/cdev.12864]
Thompson, S. (2023). Severe Special need Student Inclusion in the Classroom.
Tucker Mottes, J. L. (2023). Social Emotional Learning for Latinx High School Students With Specific Learning Disabilities.
Won, S., Hensley, L. C., & Wolters, C. A. (2021). Brief research report: Sense of belonging and academic help-seeking as self-regulated learning. The Journal of Experimental Education, 89(1), 112-124. [DOI: 10.1080/00220973.2019.1703095]
Yılmaz, A., Kırımoğlu, H., & Soyer, F. (2018). Comparison of loneliness and social skill levels of children with specific learning disabilities in terms of participation in sports. Education Sciences, 8(1), 37. [DOI: 10.3390/educsci8010037]
Yilmaz, E., & Melekoglu, M. A. (2022). Developing a Reading Comprehension Support Program for Primary School Students with Specific Learning Disabilities. International Journal of Progressive Education, 18(4), 75-89. https://eric.ed.gov/?id=EJ1352241
)